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BEFORE READING
Prereading Strategies
OBJECTIVES
Target Skill Compare and contrast to improve comprehension.
Target Skill Visualize selection details to help compare and contrast.
GENRE STUDY
Narrative Nonfiction
Lost City is narrative nonfiction. It uses a simple narrative structure to retell events in the life of a real person in chronological sequence. It focuses on Hiram Bingham's search for a lost city of the Incas.
PREVIEW AND PREDICT
Have students preview the title, subtitle, and illustrations, and discuss the topics or events this selection might explore. Ask them what they know about Machu Picchu or what a "lost city" could be. Encourage students to use lesson vocabulary words as they discuss what they know and expect to learn.
Strategy Response Log
Ask Questions Have students write
two questions in their strategy
response logs about Machu Picchu. Students will answer their Strategy Response Log questions on p. 549.
Echo Reading, 559a
Writing
Grammar
Fluency
Comparative and Superlative Adjectives, 559e
Think and Practice, 559i
Writer's Craft: Choosing Exact Words, 559g
Spelling
DAY 2
Fluency and Language Arts
SET PURPOSE
Read aloud the introduction on p. 544 to students. Explain that Yale is a university in Connecticut. Have students tell what they expect to find out about the narrator and events as they read the selection.
Remind students to compare and contrast as they read.
Audio CDAudioText
ELL
Activate Prior Knowledge Lead a
picture walk so students get a sense
of time and location. The "lost city"
refers to an ancient city in Peru. Have
students share what they know about
Peru and its people, ancient or
modern.
Consider having students read the selection summary in English or in students' home languages. See the Multilingual Summaries in the ELL Teaching Guide, pp. 152–154.
Lost City: The Discovery of Machu Picchu

"Lost City: The Discovery of Machu Picchu"
by Ted Lewin

Student Edition
Unit 5, pp. 542–553

Narrative nonfiction can tell the story of a real event, such as the discovery of a lost city in the Andes Mountains. Look for cause-and-effect relationships as you read.

Professor Hiram Bingham had a great curiosity about a long-lost city of the Inca. It was called Vilcapampa, and it was in the Andes of Peru. He wanted to be the first to discover it. So, in 1911, Bingham and his Peruvian Expedition set out. They arrived in Cusco, the first capital city of the Inca.
What Bingham noticed was a huge wall of stone. It was carved perfectly, even though the Inca had not had iron tools or wheels to move the giant stones. He was amazed. This must be what Vilcapampa would be like, he thought. He and his men went by mule train to an old village with terraced granite walls. He began to ask about ruins. Were there any to see? No one knew of any. He and his party asked for days.
Then one day a local farmer told them of good ruins at the top of the mountain called Machu Picchu. The farmer agreed to lead the group to these ruins. First he led them through thick jungle. They had to follow him across a shaky log bridge over a roaring torrent below. Then they went through more jungle. They cut through thickets and vines. The farmer told them to watch for snakes. They kept climbing. It grew so steep that the men had to crawl. Sometimes they could barely hold on.
Finally, the men reached a clearing. A young Quechua boy, a descendant of the Inca, stood beside a stone hut. He called out a greeting to them. He and his family gave the men water and food. Bingham asked about ruins. The boy smiled. He led the party into more jungle. Bingham grew discouraged.
Then, under the dense overgrowth, he saw more Inca stones. Then he saw walls. The boy led them to a temple to the sun. Still the boy kept going. "See, see!" he said over and over in his language. Bingham climbed a staircase to see a huge temple. He followed the boy to another. He kept climbing and looking. And then he saw the most glorious sight of all: an entire terraced city of stone streets and cottages. Vilcapampa!
But Bingham did not discover Vilcapampa after all. What the boy led him to was even more remarkable. It was the lost city of Machu Picchu, hidden by five hundred years of jungle growth.

From Lost City: The Discovery of Machu Picchu by Ted Lewin, copyright © 2003 by Ted Lewin. Used by permission of Philomel Books, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014.

Copyright © Pearson Education.

 
   
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Students should set their own purposes for reading. Students may also choose to read something other than the main selection. For a list of titles related to lesson focus or topic, see TR5.
Students can use the questions on p. 543 of the student edition to set a purpose for reading. Students should visualize events as they read to help them answer the questions. Students may also use their web to set purposes.
If you began a concept web on
p. 540a, students can use the information about archaeologists to set a purpose for reading. Have students look for new ideas as they read to add to the web.
Independent Activities
ELL
Advanced
Strategic Intervention
On-Level
Unit Inquiry Project, 515
Cross-Curricular Centers, 538j–538k
Strategy Response Log, 542, 549, 555
Self-Selected Reading, TR38–39
Independent Activities
Place English language learners in the groups that correspond to their reading abilities in English.
Group Time